Elementary School Science Quiz: Building Communication Devices
20 questions · exam conditions
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Building Communication DevicesQuestion 1 of 20

Look at Jamal's dinner bell. What does 3 rings mean?

Jamal built a bell signal using string that 3 rings means 5 minutes.
Jamal built a bell signal using string that 3 rings means dinner now.
Jamal built a bell signal using tape that 3 rings means yes.
Jamal built a bell signal using paper that 3 rings means come here.
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Elementary School Science Quiz

Elementary School Science Quiz: Building Communication Devices

Practice Building Communication Devices in Elementary School Science with focused quiz questions that help you check what you know, review explanations, and build confidence with test-style prompts.

What this quiz covers

This quiz focuses on Building Communication Devices, giving you a quick way to practice the rules, question types, and explanations that matter most for Elementary School Science.

How to use this quiz

Try each quiz question before looking at the correct answer. Use the explanations to review missed ideas, then come back to similar questions until the pattern feels familiar.

All questions

Question 1

Look at Jamal's dinner bell. What does 3 rings mean?

  1. Jamal built a bell signal using string that 3 rings means 5 minutes.
  2. Jamal built a bell signal using string that 3 rings means dinner now. (correct answer)
  3. Jamal built a bell signal using tape that 3 rings means yes.
  4. Jamal built a bell signal using paper that 3 rings means come here.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Jamal built a dinner bell to solve the problem of signaling dinner time from a distance. Materials used: bell, string. Build process: tied string to bell for pulling. The device uses sound to send signals. Code: 1 ring means come here, 2 rings means yes, 3 rings means dinner now. When Jamal rings 3 times, the receiver hears and knows it means dinner now. The correct answer says "Jamal built a bell signal using string that 3 rings means dinner now." which accurately describes the specific signal code for dinner now and how the device solves the problem. This shows understanding that the device uses sound signals, has a code/pattern system, and solves the problem of distance/barrier communication. The device successfully sends simple messages without talking. A distractor like "Jamal built a bell signal using string that 3 rings means 5 minutes." is wrong because it claims wrong code meanings (5 minutes instead of dinner now). Students might choose this if they confuse light and sound signals, do not understand code system, focus on building materials not communication function, miss connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 2

Read how Jamal built a dinner bell. Does it use sound?​​

  1. Jamal built a bell on string using tape that sends sound to tell dinner time. (correct answer)
  2. Jamal built a flashlight code using paper that sends light to tell dinner time.
  3. Jamal built a flag system using tape that sends light to tell dinner time.
  4. Jamal built a poster board sign using markers that sends no signal to tell dinner time.
Explanation: This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Devices work over distance when talking does not work. Jamal built a dinner bell to solve the problem of calling someone for dinner from a distance. Materials used: bell, string, and tape. Build process: Jamal attached a bell to string using tape to create a device that can be rung. The device uses SOUND to send signals. Code: ringing the bell signals dinner time. When Jamal rings the bell, family members can hear it from other rooms or outside and know it's time to come eat. The correct answer says "Jamal built a bell on string using tape that sends sound to tell dinner time" which accurately describes that the device uses sound signals (a bell makes sound when rung) and solves the problem of announcing dinner time across distance. This shows understanding that bells create sound signals. The device successfully sends the dinner message without yelling. Distractors like "flashlight code" or "flag system" are wrong because they claim Jamal's device uses light when a bell clearly produces sound, not light. Students might choose these if they confuse light and sound signals or don't understand that bells make sound. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students explore different devices: bells make sound, flashlights make light. Discuss why sound chosen for dinner bell: sound travels through walls and around corners, so people inside different rooms can hear it. Connect to real examples: school bells (sound signals), dinner bells on farms (sound to call workers from fields).

Question 3

Read about Jamal's build: bell, string, tape; 2 rings=5 minutes, 3 rings=dinner now; tested upstairs and downstairs. What message can the device send?

  1. Jamal built a bell device using sound to send 'dinner now' upstairs. (correct answer)
  2. Jamal built a bell device using light to send 'dinner now' upstairs.
  3. Jamal built a bell device using sound to send 'play now' across the yard.
  4. Jamal built a bell device using sound to send 'come here' to another room.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Jamal built a bell device to solve the problem of sending dinner messages upstairs. Materials used: bell, string, tape. Build process: they attached the bell with string and tape. The device uses sound to send signals. Code: 2 rings=5 minutes, 3 rings=dinner now. When Mom rings three times, Jamal can hear it upstairs and knows it means dinner now. The correct answer says "Jamal built a bell device using sound to send 'dinner now' upstairs" which accurately describes the device uses sound, specific message 'dinner now', and how it solves the upstairs communication problem. This shows understanding that the device uses sound signals, has a code system, and solves the distance problem. The device successfully sends simple messages without talking. An error type like "Jamal built a bell device using light to send 'dinner now' upstairs" is wrong because it claims the wrong signal type (says light when using sound). Students might choose this if they confuse light and sound signals or do not understand the code system. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 4

Read about Sofia's build: flags and tape; wave=play now; tested across the yard. How does the flag help Sofia communicate?

  1. Sofia built a flag system using light; waving the flag sends a message. (correct answer)
  2. Sofia built a flag system using sound; ringing the flag sends a message.
  3. Sofia built a flag system using light; tapping the flag sends a message.
  4. Sofia built a flag system using sound; blowing the flag sends a message.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Sofia built a flag system to solve the problem of communicating across the yard. Materials used: flags and tape. Build process: they attached flags with tape for waving. The device uses light to send signals. Code: wave=play now. When Sofia waves the flag, the receiver can see it across the yard and knows the message. The correct answer says "Sofia built a flag system using light; waving the flag sends a message" which accurately describes the device uses light, waving action for signals, and how it solves the yard communication problem. This shows understanding that the device uses light signals, has a code system, and solves the distance problem. The device successfully sends simple messages without talking. An error type like "Sofia built a flag system using sound; ringing the flag sends a message" is wrong because it claims the wrong signal type (says sound when using light) and describes a device that would not solve the stated problem (ringing a flag doesn't make sense). Students might choose this if they confuse light and sound signals or miss the connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 5

Read about Sofia's build: 2 bright flags and tape; wave=play now, hold up=yes, put down=not now; they tested across the yard. What did Sofia build?

  1. Sofia built a drum code using sound taps to ask to play now.
  2. Sofia built a bell code using sound rings to ask to play now.
  3. Sofia built a flag signal system using light to send play messages. (correct answer)
  4. Sofia built a flashlight code using light flashes to ask to play now.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Sofia built a flag signal system to solve the problem of communicating play messages across the yard. Materials used: 2 bright flags and tape. Build process: they attached flags with tape for waving and holding. The device uses light to send signals. Code: wave=play now, hold up=yes, put down=not now. When Sofia waves the flag, the receiver can see it across the yard and knows what the message means. The correct answer says "Sofia built a flag signal system using light to send play messages" which accurately describes the device uses light signals, specific signal code, materials used, and how the device solves the problem of yard communication. This shows understanding that the device uses light signals, has a code/pattern system, and solves the problem of distance communication. The device successfully sends simple messages without talking. An error type like "Sofia built a drum code using sound taps to ask to play now" is wrong because it claims the wrong signal type (says sound when using light) and wrong materials (drum instead of flags). Students might choose this if they confuse light and sound signals or focus on building materials not communication function. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 6

Read about Marcus's build: poster board, small battery lights, tape, on/off switch; lights flash=come inside; teacher tested from window to playground. How does the device send messages?

  1. Marcus built a whistle code using sound to tell kids come inside.
  2. Marcus built a light-up board using light flashes to tell him come inside. (correct answer)
  3. Marcus built a bell code using sound rings to tell him come inside.
  4. Marcus built a flag system using light waves to tell him come inside.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Marcus built a light-up board device to solve the problem of communicating from window to playground. Materials used: poster board, small battery lights, tape, on/off switch. Build process: they attached lights to the board with tape and switch. The device uses light to send signals. Code: lights flash=come inside. When the teacher flashes the lights, Marcus can see it from the playground and knows it means come inside. The correct answer says "Marcus built a light-up board using light flashes to tell him come inside" which accurately describes the device uses light signals, specific signal code, materials used, and how the device solves the problem of playground communication. This shows understanding that the device uses light signals, has a code/pattern system, and solves the problem of distance communication. The device successfully sends simple messages without talking. An error type like "Marcus built a whistle code using sound to tell kids come inside" is wrong because it claims the wrong signal type (says sound when using light) and wrong materials (whistle instead of lights and board). Students might choose this if they confuse light and sound signals or focus on construction not communication function. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 7

Read about Chen's build: drum and drumstick; 3 fast taps=stop machines, 5 slow taps=break; they tested in a loud workshop. What message means 3 fast taps?

  1. Chen built a drum code using sound; 3 fast taps mean stop all machines. (correct answer)
  2. Chen built a drum code using sound; 3 fast taps mean break time.
  3. Chen built a flashlight code using light; 3 flashes mean stop all machines.
  4. Chen built a drum code using sound; 2 fast taps mean stop all machines.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Chen built a drum code device to solve the problem of communicating in a loud workshop. Materials used: drum and drumstick. Build process: they used the drum and stick for tapping. The device uses sound to send signals. Code: 3 fast taps=stop machines, 5 slow taps=break. When Chen taps three times fast, the receiver can hear it in the workshop and knows it means stop all machines. The correct answer says "Chen built a drum code using sound; 3 fast taps mean stop all machines" which accurately describes the device uses sound signals, specific signal code with three fast taps meaning stop all machines, and how the device solves the problem of noisy communication. This shows understanding that the device uses sound signals, has a code/pattern system, and solves the problem of workshop communication. The device successfully sends simple messages without talking. An error type like "Chen built a flashlight code using light; 3 flashes mean stop all machines" is wrong because it claims the wrong signal type (says light when using sound) and wrong materials (flashlight instead of drum). Students might choose this if they confuse light and sound signals or do not understand the code system. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 8

Look at Jamal's dinner bell. Does it use light or sound?

  1. Jamal built a flag system using tape that uses light to send messages.
  2. Jamal built a bell signal using string that uses sound to send messages. (correct answer)
  3. Jamal built a flashlight code using markers that uses light to send messages.
  4. Jamal built a poster light board using lights that uses light to send messages.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Jamal built a dinner bell to solve the problem of calling family to dinner from upstairs without yelling. Materials used: bell, string. Build process: he tied string to the bell and hung it outside. The device uses sound to send signals. Code: 1 ring means come here, 2 rings means yes, 3 rings means dinner now. When Jamal pulls the string to ring the bell 3 times, the receiver can hear it from downstairs and knows it means dinner now. The correct answer says "Jamal built a bell signal using string that uses sound to send messages." which accurately describes the device uses sound, specific signal code, materials used, and how the device solves the problem of calling over distance. This shows understanding that the device uses sound signals, has a code/pattern system, and solves the problem of distance/barrier communication. The device successfully sends simple messages without talking. A distractor like "Jamal built a flashlight code using markers that uses light to send messages." is wrong because it claims wrong signal type (says light when using sound) and wrong materials (flashlight and markers instead of bell and string). Students might choose this if they confuse light and sound signals, do not understand code system, focus on building materials not communication function, miss connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 9

Read about Chen's drum code. How does his device send messages?

  1. Chen built a drum code using a drumstick that sends sound tap patterns. (correct answer)
  2. Chen built a flag system using paper that sends light waves.
  3. Chen built a flashlight code using tape that sends sound beeps.
  4. Chen built a bell signal using string that sends light flashes.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Chen built a drum code to solve the problem of signaling in a noisy workshop without being heard over machines. Materials used: drum, drumstick. Build process: he made a drum from a can and used a stick to tap patterns. The device uses sound to send signals. Code: 1 tap means go, 2 taps means stop, 3 taps means slow down. When Chen taps the drum twice, the receiver can hear it over the noise and knows it means stop. The correct answer says "Chen built a drum code using a drumstick that sends sound tap patterns." which accurately describes the device uses sound, specific signal code with tap patterns, materials used, and how the device solves the problem of noisy environment communication. This shows understanding that the device uses sound signals, has a code/pattern system, and solves the problem of distance/barrier communication. The device successfully sends simple messages without talking. A distractor like "Chen built a flashlight code using tape that sends sound beeps." is wrong because it confuses signal type (says sound beeps for a light device) and wrong materials (flashlight and tape instead of drum and stick). Students might choose this if they confuse light and sound signals, do not understand code system, focus on building materials not communication function, miss connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 10

Read about Keisha's whistle code. What does 2 whistles mean?

  1. Keisha built a whistle code using two whistles that 2 blows means stop. (correct answer)
  2. Keisha built a whistle code using two whistles that 2 blows means go.
  3. Keisha built a bell signal using string that 2 rings means stop.
  4. Keisha built a flag system using tape that 2 waves means stop.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Keisha built a whistle code to solve the problem of signaling during a game without stopping play. Materials used: two whistles. Build process: she assigned meanings to blow patterns. The device uses sound to send signals. Code: 1 blow means go, 2 blows means stop, 3 blows means slow down. When Keisha blows the whistle twice, the receiver can hear it from across the field and knows it means stop. The correct answer says "Keisha built a whistle code using two whistles that 2 blows means stop." which accurately describes the device uses sound, specific signal code for stop, materials used, and how the device solves the problem of game communication. This shows understanding that the device uses sound signals, has a code/pattern system, and solves the problem of distance/barrier communication. The device successfully sends simple messages without talking. A distractor like "Keisha built a flag system using tape that 2 waves means stop." is wrong because it claims wrong signal type (says light waves when using sound blows) and wrong materials (flags and tape instead of whistles). Students might choose this if they confuse light and sound signals, do not understand code system, focus on building materials not communication function, miss connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 11

Read about Chen's drum code. What did it help solve?

  1. Chen built a drum code to communicate in a loud workshop. (correct answer)
  2. Chen built a drum code to see better in the dark.
  3. Chen built a drum code to send light signals across a yard.
  4. Chen built a drum code to ring dinner time from the stairs.
Explanation: This question tests understanding of 1st-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Devices must match the problem they solve: noisy places need loud sounds, dark places need bright lights, distance needs signals that travel far. Chen built a drum code to solve communicating in a loud workshop. Materials used: drum. Build process: created loud drum patterns. The device uses SOUND to send signals. Drums make loud sounds that can be heard over machine noise. When Chen drums the emergency pattern, workers hear it above the workshop noise and know to stop for safety. The correct answer says "Chen built a drum code to communicate in a loud workshop" which accurately identifies the problem Chen's device solves: communication in a noisy environment. This shows understanding that drums produce loud sounds that work in noisy places where normal talking or quiet signals would fail. The device successfully solves the specific workshop communication challenge. Wrong problems like "Chen built a drum code to send light signals across a yard" are wrong because drums make sound not light, and the actual problem was workshop noise not yard distance. Students might choose this if they confuse the type of signal drums make or don't understand the specific problem Chen faced. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Discuss problem-solution matching: noisy place = need loud sound, far distance with sight = need bright light, through walls = need sound. Let students identify problems and pick right device type. Connect to real examples: fire alarms in noisy places, bright emergency lights in dark places. Watch for: students who don't match device type to specific problem, or who think any device works for any problem.

Question 12

Read about Chen's drum code. What problem did it solve?​​

  1. Chen built a drum code using a drumstick that sends sound in a noisy workshop. (correct answer)
  2. Chen built a drum code using a drumstick that sends light in a dark bedroom.
  3. Chen built a drum code using markers that sends sound to draw pictures.
  4. Chen built a drum code using tape that sends sound across a quiet library.
Explanation: This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. The problem a device solves tells us why it was built and what special challenges it addresses. Understanding the environment helps explain device choices. Chen built a drum code to solve the problem of communicating in a noisy workshop. Materials used: drum and drumstick. Build process: Chen created a drum communication system specifically for a workshop environment where machines make lots of noise. The device uses SOUND to send signals. Problem solved: communicating important messages (like safety signals) in a noisy workshop where normal talking or quiet sounds wouldn't be heard over machine noise. When Chen hits the drum, the loud sound cuts through the workshop noise so workers can receive important messages despite the loud environment. The correct answer says "Chen built a drum code using a drumstick that sends sound in a noisy workshop" which accurately identifies the specific problem: needing to communicate where there's already lots of noise. This shows understanding that drums were chosen because they're loud enough to be heard over other sounds. The device successfully solves the noisy environment communication challenge. Distractors like "sends light in a dark bedroom" are wrong because drums make sound, not light, and the problem was noise, not darkness. Students might choose this if they confuse the type of signal (sound vs light) or don't understand why certain devices work better in certain environments. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students identify environment challenges: noisy places need loud sounds, dark places need bright lights, far distances need strong signals. Match devices to problems: workshop = drum, nighttime = flashlight. Discuss why sound chosen for noisy places: must be louder than background noise. Connect to real examples: factory horns (loud over machinery), emergency sirens (heard over traffic), fog horns (sound travels in fog better than light).

Question 13

Read about Emma's flashlight code. What does 2 flashes mean?

  1. Emma built a flashlight code where 2 flashes mean yes. (correct answer)
  2. Emma built a bell code where 2 rings mean yes.
  3. Emma built a flashlight code where 2 flashes mean come here.
  4. Emma built a flashlight code where 2 flashes mean no.
Explanation: This question tests understanding of 1st-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Emma built a flashlight code to solve communicating over distance. Materials used: flashlights. Build process: created flash patterns with specific meanings. The device uses LIGHT to send signals. Code: 2 flashes = yes. When Emma flashes twice, the receiver can see it from a distance and knows it means "yes". The correct answer says "Emma built a flashlight code where 2 flashes mean yes" which accurately describes the specific signal code Emma established. This shows understanding that the device uses light signals, has a pattern system where 2 flashes = yes, and solves the problem of distance communication. The device successfully sends simple messages without talking. Wrong code meanings like "Emma built a flashlight code where 2 flashes mean come here" are wrong because they assign the wrong meaning to the 2-flash signal. Students might choose this if they don't carefully read what Emma's specific code means, or if they confuse different possible meanings for the same signal pattern. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Connect to real examples: traffic lights use specific light patterns where each color has agreed meaning.

Question 14

Read about Keisha's whistles. What did 2 short whistles mean?

  1. Keisha built a whistle code where 2 short whistles mean stop. (correct answer)
  2. Keisha built a whistle code where 2 short whistles mean slow down.
  3. Keisha built a flag code where 2 waves mean stop.
  4. Keisha built a whistle code where 3 whistles mean stop.
Explanation: This question tests understanding of 1st-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: specific whistle patterns = specific messages. Keisha built a whistle code to solve communicating during activities. Materials used: whistle. Build process: created whistle patterns with specific meanings. The device uses SOUND to send signals. Code: 2 short whistles = stop. When Keisha blows two short whistles, others can hear it and know to stop what they're doing. The correct answer says "Keisha built a whistle code where 2 short whistles mean stop" which accurately describes both the signal pattern (2 short whistles) and its meaning (stop). This shows understanding that the device uses sound signals, has a specific code where 2 short whistles = stop, and solves the problem of giving commands over distance. The device successfully sends clear action messages. Wrong patterns like "Keisha built a whistle code where 3 whistles mean stop" are wrong because they describe a different number of whistles than Keisha's actual code. Students might choose this if they don't pay attention to the specific number of whistles, or if they think more whistles would be better for important messages like "stop". When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Practice whistle patterns: short vs long, different numbers. Discuss why whistles work well: sharp sound carries far, works in many environments. Connect to real examples: referee whistles, lifeguard whistles, coach whistles. Watch for: students who confuse pattern details like number of whistles or don't establish clear meanings.

Question 15

Read about Chen's drum code. What did 3 fast taps mean?

  1. Chen built a drum code where 3 fast taps mean stop machines. (correct answer)
  2. Chen built a drum code where 3 fast taps mean break time.
  3. Chen built a flashlight code where 3 flashes mean stop machines.
  4. Chen built a drum code where 5 slow taps mean stop machines.
Explanation: This question tests understanding of 1st-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: specific tap patterns = specific messages. Chen built a drum code to solve communicating in a noisy workshop. Materials used: drum. Build process: created drumming patterns with specific meanings. The device uses SOUND to send signals. Code: 3 fast taps = stop machines. When Chen taps three times quickly, workers can hear it over machine noise and know to stop machines immediately. The correct answer says "Chen built a drum code where 3 fast taps mean stop machines" which accurately describes both the signal pattern (3 fast taps) and its meaning (stop machines). This shows understanding that the device uses sound signals loud enough to hear over noise, has a specific code system, and solves the problem of workshop safety communication. The device successfully sends urgent messages in noisy environments. Wrong patterns like "Chen built a drum code where 5 slow taps mean stop machines" are wrong because they describe a different signal pattern than Chen actually used. Students might choose this if they don't pay attention to the specific number and speed of taps, or if they think longer signals are better for important messages. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Discuss why sound chosen for noisy places: drums are loud enough to hear over other sounds. Practice different drum patterns: fast vs slow, different numbers of taps. Connect to real examples: fire alarms (loud sound signals), factory whistles. Watch for: students who confuse pattern details like number of taps or speed.

Question 16

Read about Marcus's light board. How did it send messages?

  1. Marcus's teacher built a light board that flashes lights in the window. (correct answer)
  2. Marcus's teacher built a bell board that rings from the playground.
  3. Marcus's teacher built a drum board that taps in the classroom.
  4. Marcus's teacher built a whistle board that blows by itself.
Explanation: This question tests understanding of 1st-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Light signals work well when you have line-of-sight over distance. Marcus's teacher built a light board to solve communicating from playground to classroom. Materials used: lights, switches, board. Build process: mounted lights in window visible from playground. The device uses LIGHT to send signals. Code: different light patterns mean different messages. When the teacher activates lights, students on playground can see the flashing lights in the window and know what message is being sent. The correct answer says "Marcus's teacher built a light board that flashes lights in the window" which accurately describes how the device sends messages using flashing lights visible through the window. This shows understanding that the device uses light signals that can be seen from a distance, solving the problem of playground-to-classroom communication. The device successfully sends messages without voice. Wrong signal types like "Marcus's teacher built a bell board that rings from the playground" are wrong because they describe sound devices when the teacher actually used light. Students might choose this if they confuse light and sound signals, or don't understand that a "light board" specifically uses lights not sounds. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Discuss why light chosen: light works well for line-of-sight communication across open spaces like playgrounds. Let students experiment: can you see a flashlight from across the playground? Connect to real examples: lighthouse signals, airplane runway lights. Watch for: students who think all school signals must be sound-based like bells.

Question 17

Read about Sofia's yard flags. How did it help communicate?

  1. Sofia built bright flags that use light to signal across the yard. (correct answer)
  2. Sofia built bright flags that use sound to ring across the yard.
  3. Sofia built a drum that uses taps to show colors in a window.
  4. Sofia built a flashlight to talk in a noisy workshop.
Explanation: This question tests understanding of 1st-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Light signals work when you can see them across distance. Sofia built bright flags to solve communicating across yards. Materials used: bright colored flags. Build process: created visible flag signals. The device uses LIGHT (visual signals) to send messages. The bright colors make flags easy to see from far away. When Sofia waves or positions the flags, her friend across the yard can see the visual signal and understand the message. The correct answer says "Sofia built bright flags that use light to signal across the yard" which accurately describes that flags are visual/light-based signals that work across yard distances. This shows understanding that flags work by reflecting light to create visible signals, solving the problem of yard-to-yard communication. The device successfully uses visual communication. Wrong signal types like "Sofia built bright flags that use sound to ring across the yard" are wrong because flags create visual signals not sound signals. Students might choose this if they don't understand that flags are seen not heard, or if they confuse how different devices work. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Discuss how flags work: we see them because light bounces off the bright colors. Let students test: can you see a small flag vs big flag from far away? why are bright colors better? Connect to real examples: construction flags, racing flags, country flags. Watch for: students who think flags make noise or who don't understand that seeing something means using light.

Question 18

Read about Jamal's dinner bell. What does 3 rings mean?​​

  1. Jamal built a bell on string using tape that sends sound; 3 rings mean 5 minutes.
  2. Jamal built a bell on string using tape that sends sound; 3 rings mean dinner now. (correct answer)
  3. Jamal built a flashlight code using paper that sends light; 3 rings mean dinner now.
  4. Jamal built a bell on string using tape that sends sound; 2 rings mean dinner now.
Explanation: This question tests understanding of 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: different numbers of rings can mean different things. Jamal built a dinner bell to solve the problem of calling family for meals. Materials used: bell, string, and tape. Build process: Jamal attached a bell to string using tape to create a device that can be rung different numbers of times. The device uses SOUND to send signals. Code: 3 rings = dinner now. When Jamal rings the bell three times, family members can hear it and know dinner is ready immediately. The correct answer says "Jamal built a bell on string using tape that sends sound; 3 rings mean dinner now" which accurately describes that the device uses sound signals, has a specific code (3 rings = dinner now), and solves the problem of announcing immediate dinner time. This shows understanding that different ring patterns can mean different things. The device successfully sends time-specific dinner messages. Distractors like "3 rings mean 5 minutes" or "2 rings mean dinner now" are wrong because they either assign the wrong meaning to 3 rings or use the wrong number of rings for the immediate dinner signal. Students might choose these if they don't carefully read Jamal's specific code or if they confuse the number of rings with the meaning. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students create multi-signal codes: 1 ring = 10 minutes, 2 rings = 5 minutes, 3 rings = now. Practice listening and counting rings. Discuss why different patterns useful: can send different levels of urgency. Connect to real examples: school bells (different patterns for different times), church bells (number of rings tells time).

Question 19

Read about Emma's build: 2 flashlights, paper, markers, tape; code says 1 flash=come here, 2=yes, 3=no; they tested from different rooms. What does 2 flashes mean?

  1. Emma built a bell using string that rings twice to mean yes.
  2. Emma built a flashlight code using light that flashes twice to mean yes. (correct answer)
  3. Emma built a flag system using light that waves to mean yes.
  4. Emma built a flashlight code using light that flashes twice to mean come here.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Emma built a flashlight code device to solve the problem of communicating between different rooms. Materials used: 2 flashlights, paper, markers, tape. Build process: they assembled the flashlights with labeled codes on paper taped on. The device uses light to send signals. Code: 1 flash=come here, 2 flashes=yes, 3 flashes=no. When Emma flashes twice, the receiver can see it from another room and knows it means yes. The correct answer says "Emma built a flashlight code using light that flashes twice to mean yes" which accurately describes the device uses light signals, specific signal code with two flashes meaning yes, materials used, and how the device solves the problem of distance communication. This shows understanding that the device uses light signals, has a code/pattern system, and solves the problem of room-to-room communication. The device successfully sends simple messages without talking. An error type like "Emma built a flashlight code using light that flashes twice to mean come here" is wrong because it claims the wrong code meaning (says come here when it's actually yes for two flashes). Students might choose this if they confuse the code system or do not carefully read the meanings. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.

Question 20

Read about Emma's flashlight code. What does 2 flashes mean?

  1. Emma built a flashlight code using paper that 2 flashes means yes. (correct answer)
  2. Emma built a bell code using string that 2 rings means yes.
  3. Emma built a flashlight code using paper that 2 flashes means come here.
  4. Emma built a flashlight code using tape that 2 flashes means no.
Explanation: This question assesses the skill 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance - building device part. A communication device is a tool that helps send messages. Simple devices use light (flashlights, flags, blinking lights) or sound (bells, whistles, drums) to send signals. Codes or patterns give signals meaning: one flash = message A, two flashes = message B. Devices work over distance when talking does not work. People agree on code beforehand so everyone knows what signals mean. Emma built a flashlight code to solve the problem of communicating yes or no answers across a room without speaking. Materials used: flashlight, paper, markers, tape. Build process: she drew codes on paper and taped it near the flashlight. The device uses light to send signals. Code: 1 flash means no, 2 flashes means yes. When Emma sends 2 flashes, the receiver can see it from across the room and knows it means yes. The correct answer says "Emma built a flashlight code using paper that 2 flashes means yes." which accurately describes the device uses light signals, specific signal code for yes, materials used, and how the device solves the problem of simple responses over distance. This shows understanding that the device uses light signals, has a code/pattern system, and solves the problem of distance/barrier communication. The device successfully sends simple messages without talking. A distractor like "Emma built a bell code using string that 2 rings means yes." is wrong because it claims wrong signal type (says sound when using light) and wrong materials (bell and string instead of flashlight and paper). Students might choose this if they confuse light and sound signals, do not understand code system, focus on building materials not communication function, miss connection between device and problem it solves. When building communication devices, emphasize three parts: (1) Signal method (light or sound? why this choice for this problem?), (2) Code (what does each signal mean? must agree beforehand), (3) Test (does receiver understand message?). Let students build simple devices: flashlight with agreed flashes, bell with ring patterns. Practice sender-receiver: one student sends code signal, other interprets - did message get through correctly? Discuss why light or sound chosen: light works for line-of-sight over distance, sound works through barriers and in noisy places. Connect to real examples: traffic lights (light signals), school bells (sound signals), referee whistles (sound codes). Watch for: students who build something but do not establish clear code system, or who do not test if receiver understands the signals.